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What is Argument and Evidence Map

Chapter 4
Handbook of Research on Collaborative Learning Using Concept Mapping
was first proposed by J.H. Wigmore in the early 1900s to help in the teaching and analysis of court cases. The objective is to expose the structure of an argument, in particular how evidence is being used, in order to clarify the status of the debate. Still used in legal education today, the idea has been extended, formalised (and reinvented) in many ways (Buckingham Shum, 2003; Reed et al., 2007), but all focused on elements such as Claims, Evidence, Premises and supporting/challenging relations.
Published in Chapter:
Eliciting Thinking Skills with Inquiry Maps in CLE
Alexandra Okada (The Open University, UK)
Copyright: © 2010 |Pages: 29
DOI: 10.4018/978-1-59904-992-2.ch004
Abstract
The first aim of this chapter is to present the contributions drawn from the study exploring the use of inquiry maps in academic research for eliciting thinking skills. The second objective of this work is to highlight the potential collaborative learning environments (CLEs) have to enable students to learn different mapping techniques and to help them share ways in which they can apply inquiry maps to elaborate their scientific projects. While the study is informed by qualitative research methodology, it employs quantitative data to describe the fieldwork: an online course, which was organized by the author. The participants were lecturers and research students from different countries: Brazil, United Kingdom and Portugal. Findings indicate six kinds of inquiry maps that can be applied in academic research and may contribute to developing thinking skills such as, critical thinking, content thinking and creative thinking.
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